Barrier Busters! Mimi Lufkin National Alliance for Partnerships in Equity.
MIMI LUFKIN NATIONAL ALLIANCE FOR PARTNERSHIPS IN EQUITY Nontraditional Initiatives in Georgia.
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Transcript of MIMI LUFKIN NATIONAL ALLIANCE FOR PARTNERSHIPS IN EQUITY Nontraditional Initiatives in Georgia.
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MIMI LUFKINNATIONAL ALLIANCE FOR PARTNERSHIPS IN
EQUITY
Nontraditional Initiatives in Georgia
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MISSION
The National Alliance for Partnerships in Equity (NAPE) is a consortium of state and local
agencies, corporations, and national organizations that collaborate to create equitable and diverse classrooms and
workplaces where there are no barriers to opportunities.
National Alliance for Partnerships in Equity
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Special Populations
Single parents, single pregnant womenDisplaced homemakersStudents pursuing nontraditional careersEconomically disadvantaged, including foster
childrenLimited English proficientStudents with disabilities
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The term `non-traditional fields' means occupations or fields of work, including careers
in computer science, technology, and other current and emerging high skill occupations, for
which individuals from one gender comprise less than 25 percent of the individuals employed
in each such occupation or field of work.(From Perkins IV)
Nontraditional Careers
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EXPANDING OPTIONS FOR WOMEN AND GIRLS IN SCIENCE,
TECHNOLOGY, ENGINEERING AND MATH
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STEM Equity Pipeline Goals
Build the capacity of the formal education community to provide high quality professional development on gender equity in STEM education
Institutionalize the implemented strategies by connecting the outcomes to existing accountability systems
Broaden the commitment to gender equity in STEM education
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Defining STEM
Science, Technology, Engineering and MathAgriculture, Food and Natural ResourcesHealth ScienceInformation TechnologyManufacturingTransportation, Distribution and LogisticsArchitecture and Construction
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State Teams
5 states in year one California Missouri Illinois Oklahoma Wisconsin
2 states in year two Iowa Minnesota
2 States in year three New Hampshire Ohio
2 States in year four Georgia Texas
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Georgia Pilot Sites
Heart of Georgia Technical College Electronic and Computer Engineering Technology
Atlanta Technical College Avionics/Aviation Maintenance Technology
Middle Georgia Technical College Aircraft Structural Technology Aviation Maintenance Technology
Augusta Technical College Electronic and Computer Engineering Technology Mechanical Engineering Technology Nuclear Engineering Technology
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Professional Development
Formal education communityIn-school programsTeacher-basedAcademic and Career and Technical
Education STEM educatorsTrain the trainer processImbed the knowledge in existing professional development mechanisms
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Accountability
Using existing accountability systems to inform program improvement effortsPerkins nontraditional measures for
participation and completion in STEM related career cluster programs of study
Student achievement data in STEMStudent course taking behaviors in
STEM
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Outreach
Increasing awareness of the need for diversifying the STEM workforce pipelineGender and
Race/Ethnicity Disability
Creating collaborations with others to leverage the impact of the work
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STEP 1Document
Performance Results
STEP 5ImplementSolutions
STEP 4Create an
Evaluation Plan
STEP 3Choose
Best Solutions
STEP 2Identify
Root Causes
The Five Step
Program Improvemen
t Process
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Document Performance Results
GOAL: Understand the problem completely before you seek solutions
How do you analyze performance data?
What questions should be addressed?
What tools and methods can be used to present and analyze data?
How should data quality problems be considered in analyzing data?
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Data CollectionDisaggregation required in Perkins IV
GenderMaleFemale
Special Population–Underrepresented gender students in a nontraditional CTE program
–Single Parent
–Displaced Homemaker
–Limited English Proficiency
–Individuals with a Disability
–Economically Disadvantaged
•Race/Ethnicity–American Indian or Alaskan Native
–Asian or Pacific Islander
–Black, non-Hispanic–Hispanic–White- non-Hispanic
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Recommended Analyses
ComparisonsState performance level
Best performer in state
Selected peer benchmark
Set your own benchmark
Trends• At least 2 yrs
• Prefer 3-5 yrsSite specific
• Statewide• District• School/
College• Programs
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What do these data tell us?
Indicates trends over timeHighlights potential data quality issuesIdentifies gaps in performance between
Student groups – gender, race/ethnicity, special populations
ProgramsGenerates additional questions that
need to be answered before implementing a solution
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National Concentrators in CTE 2008-09
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Georgia Concentrators in CTE 2008-09
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What Performance Data should they review to help
them identify their problem?
Case Study
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STEP 1Document
Performance Results
STEP 5ImplementSolutions
STEP 4Create an
Evaluation Plan
STEP 3Choose
Best Solutions
STEP 2Identify
Root Causes
The Five Step
Program Improvemen
t Process
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Why Search for Root Causes?
Keep from fixating on the “silver bullet” strategyIdentify the conditions or factors that cause or
permit a performance gap to occurSearch for most direct and highest impact
causesEmploy a systematic evidence-based processFormulate and test theories or hypothesesDraw on current research and evaluationUse multiple methods and data sourcesLikely to find multiple causes
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Root Cause Action Research Strategies
Review Research LiteratureReview Program/Institutional
Evaluations and Effectiveness Reviews
Conduct Focus GroupsPeer BenchmarkingInterviews & SurveysBrainstorm
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Review Research Summary
“Nontraditional Career Preparation: Root Causes and Strategies”
Authors: Lynn Reha, ICSPS; Mimi Lufkin, NAPE; Laurie Harrison, Foothill Associates
Online version and downloadable document available at www.napequity.org
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Academic Proficiency
Very predictive for womenNot as predictive for menSocietal stereotypes about women’s
lack of ability in math and science negatively affect performance – stereotype threat
Women may have poorly developed spatial and visualization skills
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Access to and Participation in STEM
Shrinking gender gap in performance on national assessments in math and science between boys and girls
Still significant gaps when looking at gender AND race/ethnicity or socio-economic status
Girls not translating their academic success in STEM to careers in STEM
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Curriculum Materials
InvisibilityStereotypingImbalance/SelectivityUnrealityFragmentation/IsolationLinguistic BiasCosmetic BiasRelevance
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Instructional Strategies
Questioning level and wait timeStudent/teacher interaction and
feedbackClassroom managementCooperative learning designExpectations and assessment
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Classroom Climate
Fair treatmentSexual harassment not tolerated or
ignoredSupportive learning environmentSubtle messagesClassroom location on campusPhysical environment
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Student Isolation
Cohort of underrepresented students in a program are more likely to complete than a single individual
Individuals more likely to Have trouble integrating effectively in to
social structure Suffer decreased performance Drop out
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School Climate
Nontraditional faculty and staffAcceptable behavior in hallways,
cafeteria, school events, busses, etc.Administration and staff support and
encouragementExtracurricular activities
Clubs, After School Program Competitions Summer Camp
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Support Services
TutoringChild careTransportationFinancial AidBooks, Equipment, Tools, ClothingTuitionModification of Curriculum, EquipmentStudent/Teacher AidesMore
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Career Guidance Materials and Practices
More than just brochures and posters
Get beyond the imagesBeware of subtle messagesUse of interest inventories
For men, interest precedes self-confidence, but for women self-confidence precedes interest
Lack of understanding of careersWage earnings information
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Early Exposure
Most students pursuing a nontraditional career have had a friend or family member influence them
Spark an interest that would otherwise not be evident
Informal experiences supported by formal experiences
The earlier the better
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Techno Bag Exercise
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Occupational Perception
Job SatisfactionCareer Family BalanceWage PotentialCareer Purpose
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Family Characteristics and Engagement
Parents are the #1 influence of student college major and career choice
Negative messages from people with emotional influence difficult to overcome
Family role modelsLower socioeconomic males more
likely to chose nontraditional careersUpper socioeconomic females more
likely to chose nontraditional careers
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Self-efficacy
Attribution Theory Girls more likely to attribute success to
external factors and failure to internal factors
Stereotype Threat Being at risk of confirming a negative
stereotype Locus of Control
When students feel they are in control of their lives and their futures they are more likely to select nontraditional options
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Social Attitudes
Bias and DiscriminationGender schema
Assumptions about gender from birth on
Accumulative Advantage Members of a disadvantaged group have to accumulate more that 1% advantage to be considered the same as the advantaged group
Implicit bias Unconscious associations
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Media Representation
About-face.org
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Student Attitudes/Peer Influence
Adolescent social normsFear of “looking dumb”Girls more concerned about
appearances than boysMen more reference group
independentPeer harassment or supportCritical mass
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Nontraditional Role Models
Strongest evidence in the researchNeed to see someone that looks like
them in the careerFamily members are significantTeachersMentors
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Individual Root Causes Activity
Place a sticker on the poster identifying the two most significant root causes that you have observed for students entering programs nontraditional for their gender
Write any additional root causes that have not been identified and place it on the “other root causes” poster
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What root cause research strategies should they
implement?
Case Study
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STEP 1Document
Performance Results
STEP 5ImplementSolutions
STEP 4Create an
Evaluation Plan
STEP 3Choose
Best Solutions
STEP 2Identify
Root Causes
The Five Step
Program Improvemen
t Process
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Choose Best Solutions
Don’t be too quick to adopt best practices before getting the facts straight
How do you identify possible strategies and model practices?
How do you evaluate strategies and models?
How do you compare and assess alternative solutions and make a decision?
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Assess and Compare Alternative Strategies
Sound TheoryStrong EvidenceCosts/Time of Further TestingResourcesStakeholder SupportFailure is ExpensiveSelect a Full Range of Choices
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Identify Potential Strategies and Models
Review What Others Propose NSF- New Formulas for America’s
Workforce AAUW – Why so Few?
Benchmark Peers and Leading Performers Programs and Practices That Work
Develop Your Own Solutions
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Review Research Summary
“Nontraditional Career Preparation: Root Causes and Strategies”
Authors: Lynn Reha, ICSPS; Mimi Lufkin, NAPE; Laurie Harrison, Foothill Associates
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What strategies could they implement to increase
participation of females?
Case Study
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STEP 1Document
Performance Results
STEP 5ImplementSolutions
STEP 4Create an
Evaluation Plan
STEP 3Choose
Best Solutions
STEP 2Identify
Root Causes
The Five Step
Program Improvemen
t Process
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STEP 1Document
Performance Results
STEP 5ImplementSolutions
STEP 4Create an
Evaluation Plan
STEP 3Choose
Best Solutions
STEP 2Identify
Root Causes
The Five Step
Program Improvemen
t Process
![Page 54: MIMI LUFKIN NATIONAL ALLIANCE FOR PARTNERSHIPS IN EQUITY Nontraditional Initiatives in Georgia.](https://reader035.fdocuments.net/reader035/viewer/2022062407/56649e2d5503460f94b1d265/html5/thumbnails/54.jpg)
Questions?
Mimi LufkinExecutive Director
National Alliance for Partnerships in EquityP.O. Box 369
Cochranville, PA 19330610-593-8038 phone
610-593-7283 [email protected]
National Alliance for
Partnerships in Equity